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A
Design Process for Science Classrooms
Greg Rawls
A Product Design
Team Approach
To ensure that all team
members consistently communicate and play active roles
in completing all development tasks, students should
function as a Product Design Team (PDT) during the design,
assembly, and testing of their product. This methodology
integrates design, production, and testing, as each component
influences the resulting design effectiveness. Involvement
by all group members means that problems are worked out
jointly in all aspects of each component.
The design component involves the planning of the anticipated
product, and includes the following aspects of the design: |
- Special Features
- Dimensions and Geometry, including but not limited
to scaling, angles, measurements, and labels
- Illustrations, such as 2D or 3D drawings and/or computer
modeling
- Properties of Material(s), such as mass, durability,
and cost considerations
Following the initial design,
PDTs are faced with production challenges. Techniques
often used to overcome production difficulties while retaining the integrity
of the initial design include: |
- Increase design and production
coordination
- Shorten production cycles, such as use of assembly-line
type approaches to accomplish straightforward tasks
- Reduce and consolidate revisions and modifications
- Increase flexibility to support redesign during testing
The
testing component in the development process assures
that the design prototype being produced actually meets
the established criteria and accomplishes the
purpose for which it is being designed. The following actions are typically
taken during the testing component: |
- Data collection through experimentation,
to measure the effectiveness of the prototype
- Analysis of data for determination of design benefits
and deficiencies
- Modification of design
- Retesting of modified prototype
From Design to Action: A Sequential Development Process
Regardless of the product that is being developed, whether
for the marketplace or for NASA, the process includes
a series of steps to ensure that only the products most
likely to succeed are created. A motto of recent NASA
missions has been "faster, better, cheaper." Inherent
in this philosophy of design, production, and testing
are a number of sequential considerations, listed below.
Research
Before investing time and money in a product, developers should be confident
that the product has the opportunity to be successful. One of the first steps
is determining whether the expense of building a prototype is worthwhile.
Many new product development efforts actually end at this stage. Preliminary
research is conducted by team members to determine whether or not their design
idea is worthwhile. This way they can get a better idea of what work is involved.
They then present to you (the teacher) or other students or adults acting
in a "client" role a proposal that details the potential design,
cost, considerations, features, risks, benefits, and so on.� This
type of agreement allows both companies (the designers and the client) to
investigate the possibility of a project without committing a large amount
of time or money.
Approval/Formation of Product Design Team
When a proposal is approved, a product design team is typically selected. This
group is usually formed from the proposal team to reduce start-up time. In
a classroom design activity scenario, the PDT is selected at the outset of
the project, so they actually write the proposal knowing they will be selected
to the project team. The team discusses various design issues and organizes
a plan of action for the work. Detailed descriptions of how the product accomplishes
the goals of�meeting parameters or dealing with constraints during
the phases of design, production, and testing are written. Method(s) of documentation
to be utilized are specified. A schedule is drafted and discussed with the
teacher or "client team," consisting of a select group of adults
or other students.
During all phases of development, the PDT holds meetings
on at least a weekly basis to discuss the status the
project. The teacher or "client team" is encouraged
to attend these meetings to deal with any issues that
should be handled from their side.
Prototype Design and Production
The PDT coordinates prototype building, as well as investigates costs of materials
and economical sources for production. As the project design phase continues,
the teacher or "client team" periodically reviews the work. This
allows those for whom the work is being completed to assess progress and
give the PDT feedback on the status or future direction of the project. Each
PDT also holds internal design reviews where "engineers" from other
projects (other PDTs) meet to review major design issues and possible feature
options. An "expert group" technique of classroom management works
nicely for this, as members from each group can be represented in each of
the new groups to share their ideas at different points during the design
process.
Testing and Modification
The PDT coordinates prototype proof-of-concept experimentation and testing.
A successful product must be well designed. Its design minimizes manufacturing
costs, is functional, and works to maximize durability. The design is "faster,
better, cheaper" than any other competing product. All students in each
PDT must understand the connection between product design and testing/modification
and how they work together to enhance the likelihood of success. Just as
students are constructing prototype designs in the classroom, commercial
designers and engineers typically build prototypes in their own shops to
achieve the lowest possible cost, while performing at the highest possible
efficiency.
Organization and Monitoring: The Designer's Notebook
Notebooks are suggested as a filing system for information, records, data,
drawings, discussions, etc. by members of the PDT. These notebooks can be
examined by the instructor to get an idea of any PDT member’s standing
in the project. Most researchers in design consider the management, control,
and transformation of information to be a major component of the design process.
Notebooks provide the means to achieve the needed level of information organization.
As such, they should reflect the sort of design effort undertaken and the
types of information being utilized. Notebooks typically include items such
as specifications, constraints, design notes and ideas, sketches, client
information, meeting notes, calculations, schedules, scripts of presentations,
etc. A type of section division is recommended with this information. Teachers
must allow the PDTs and individual students to use their own judgement in
deciding on their own most effective means of organization.
The following may serve as a useful notebook structure
prompt for the design component: |
- Summary information:
- An overall task list is represented, including
brief statements about the status of the design
project. These
statements represent a "snapshot" of the present
state. Group structure is best documented here, with
individual responsibilities stated.
- Design:
- General concept
- Design ideas and notes
- Sketches and diagrams
- Information sources
- Data and calculations
Note that the elements
of this section must be readily identifiable, which
implies some
sort of subdivisions.
- Administrative:
- Meeting notes
- Schedule and progress updates
- Cost estimates
Preparing a Final Product Development Report
The following text-based communication items may be
included in a final report package, in this order: |
- Letter of Proposal (outlining
original research and idea to "client",
i.e., NASA)
- Cover sheet (with descriptive title)
- Abstract or overview
- Table of Contents
- Introduction (Problem statement and rationale for
design)
- Body of the Report (Description of the product, component
by component)
- Figures or diagrams
- Conclusion section (with budget, further modifications
suggested, etc.)
- Appendix (resources used, etc.)
The Body of the Report:
One section of the report is devoted to
each component of the product development
process
(i.e., design,
production, and testing). You may wish
to use the following
as an organizational guide in describing to the students
how the design component of this section
might
appear: |
- Design problem statement
(one paragraph, at most)
- Description of the design (will comprise the largest
portion of the section, and may include pictures and/or
diagrams)
- Discussion of the design
In the final report, students should outline the positive
aspects, limitations, and human factors, as well
as pose open questions for each section of
the project. The "production" and "testing" components
of the section should be arranged in similar fashion. Students
should support all statements
with either valid qualitative observations or with sample quantitative
calculations. Preparing a Presentation
Product
Design Team members should be able to communicate their ideas
in detail to a live audience, including results of their design,
production, and testing
actions at any stage of development.
The following represent possible alternatives for communicating
design processes and prototype test results:
|
- Video: Video presentations provide
team members an opportunity to explain ideas with the
same realism and enthusiasm they experienced when the
ideas were originally conceived. These can be simple
recorded video messages, or even live multi-site teleconferences
if the equipment is available and if there is a chance
to involve other classes or sites in the design process.
PDT members can display their newest product prototype
via camera, and even demonstrate it working on screen.
The presentation can also be taped for future distribution.
- Computer presentation: Software
such as PowerPoint or Hyperstudio can be used to demonstrate
the design
process and features. Two-dimensional graphics,
historically the main tool of designers and engineers, can be expressed
with textures and colors, and text can be added for
captions and comments. Where
equipment is available, digital 3D modeling can be used in conjunction
with computer presentations. This type of modeling
is fast becoming a replacement
for many prototype design activities. For innovation, collaboration, and
validation, 3D models are the most interactive, revisable, and accurate
representation your students can build, typically
featuring full control for zoom, dynamic
rotation, color, texture, and advanced visual manipulation.
- Audio: For
explanations, overviews, guidance, and highlights, students
may chose to add voice annotations to their presentations
by using the microphone
to read a script, or simply speaking from note cards. Voice and sound effects
can enhance a live presentation in special ways difficult to achieve by other
means.
Other
Decisions
Students should be able to clearly discuss and communicate
understanding of the considerations involved in each
of the following facets of product
development.
A variety of assessment techniques, including open-ended, "what if" scenarios,
and short answer questions may be utilized to measure student’s
abilities to express understanding of any of the following processes: |
- Designing and building a good working
prototype
- Creating a quality appearance for the product
- Producing engineering diagrams
- Obtaining and utilizing material cost data
- Establishing and efficiently utilizing production
facilities
- Securing feedback from potential partners or clients
with a vested interest in the product
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